Helps families become competent and confident in communicating with their child

4Family Centered/Relationship Focused Services

Family Conversations is dedicated to providing services that meet the needs of the individual child and family.

5

How a child is held, talked to, responded to, and loved will effect how he begins to view himself, others, and the world around him. Kelly, Zuckerman, Sandoval Buchlman in Promoting First Relationships

6We strongly support family members as they learn to incorporate new strategies into their everyday lives.Our Communication instruction is designed to enhance the parent-child relationship and to include all family members. Parents can then get on with the job of parenting!

Families learn to include their child in all their Family Conversations.

7Who We Serve Any family in Western Washington with a child with bilateral hearing loss lt 3 years old. 8Services for your family

For hearing children the structure of language is acquired by about age three.

Between 2 to 3 years of age, children increase the use of English grammar and syntax.

By age six, language structures are established, and are difficult to modify after the age of puberty.

13Signing Exact English the bridge to LiteracyLiteracy SpeechSigning Exact English 14

We consider Signing Exact English a means of manual expression for those who are speaking English while they sign, and an introduction to the richness and variety of language for parents of young deaf children.

15How S.E.E. helps develop speech

Creates visual means for past tense, plurals that are difficult to see/perceive BOY instead of BOYS, WALK instead of WALKED

Missed words TO, AT, THE, FOR

16How S.E.E. helps auditory skills

The speech sounds that are located in the higher frequency range are difficult to hear for a child that has a moderate or profound hearing loss (s, sh, f, th). These are clearly marked and included in Signing Exact English.

17Development of Auditory Skills in Children with Cochlear ImplantsSEE Spoken LanguageComprehension Word IdentificationASL, PSE or ComboPattern PerceptionDetectionNo Response 18Pearls of Wisdom in Communication

ASL is a rich and expressive language, worth studying for its own sake, and many of its principles should and can be put to good use while using Signing Exact English.

19Apples Oranges

How SEE looks

1) Do you want to go for a walk with me?

2) Are you hungry?

3) Where is the ball?

I had so much fun playing the game.

I am so thrilled that I got a brand new movie.

How ASL looks

1) Want with walk?

2) Hungry you?

3) Ball where?

Wow, lot fun play game.

Thrill me finish get movie recent new.

20

Most adults who know only one language often have to some difficulty mastering a second.

For parents, becoming fluent during the early language-learning years is a very real problem.

It is similarly easier for most hearing parents of deaf children to begin with a form of signing in English than to attempt to become fluent in a foreign language (ASL) during what is for many parents a psychologically trying period of adjustment to their childs deafness.

21Why is this important to parents in making decisions?

Comfort

Confidence

Early Communication established

Must be clearly perceivable by the child.

Consistent language model across environments

22Literacy and Birth to Three

For children who do not make good progress in these early years,

learning to read is difficult and is associated with both present

and future failure.

Children who do not learn to read well in the

1st and 2nd grades are likely to struggle with reading throughout their lives.

Lack develops a wide achievement gulf between themselves and peers who are phonemically aware

Explicit instruction in phoneme awareness help avoid reading delay

24

Children who are behind in their literacy experiences (storybook reading, daily living routines, listening comprehension, vocabulary, language facility) upon entering school become "at risk" in subsequent years (Copeland Edwards, 1990 Mason Allen, 1986 Smith, 1989).

25

Almost all of the children who have serious trouble learning to read (about 20) are in one or more of these three groups

children from low-income, low-literacy homes

children from homes in which English is not the language spoken

children who have learning/neurological/emotional disabilities.

Greenberg, 1998

26

Experiences with print help preschool children develop an understanding of the conventions, purpose, and functions of print.

These understandings play an integral part in the process of learning to read, the value of purposeful shared language and mastery of English.

27The difficult balanceLiteratureLanguage 28Language and Literacy begins at home

With Literacy kits

Families and children explore text, language and stories with manipulative hands-on activities that reinforce language, listening, participation, communication and many skills within the story.

29

From an emergent literacy perspective, reading, writing and oral language develop concurrently and interrelated in young children in literate environments (Sulzby Teal, 1991), such as following along in a big book as an adult reads aloud or telling a story through a drawing (Hiebert Papierz, 1989).

30

Developmental literacy learning occurs during the first years of a child's life (Mason Allen, 1986) and is crucial to literacy acquisition (McGee Lomax, 1990).

31Research and Early Literacy

Research supports a balanced approach to early literacy instruction through purposeful, functional use and meaningful context within a print-rich environment.

Skills and strategies are taught within these meaningful contexts rather than in isolation.

32The average high school graduate who is deaf has a fourth grade reading level (J.Holt). This delay is strictly due to language and literacy support.Signing Exact EnglishEnglish LiteracyDeafness 33Our Staff

Communication Specialists backgrounds

Early Childhood Education

Special Education

Deaf Education

Audiology

Sign Language Instruction

Regular Education

34Staff Experience

Staff members bring tools and experiences from teaching in a variety of settings

Oral/Aural

Simultaneous communications

Total Communication PSE or SEE

Personal experience with family members who are deaf or hard of hearing or are

Deaf themselves

35Funding

Family Conversations is funded by

Office of Superintendent of Public Instruction (OSPI)

Developmental Disability Division (DDD)

Part C of IDEA

Tax deductible donations

36Family Conversations

Early Intervention for

Deaf and Hard of Hearing Children Ages 0 to 3

Where families and children

get a jump on language and literacy

Childrens Hospital Regional Medical Center

Seattle, WA

(206) 987-5146

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